beyond the looking glass - what online teachers need to do to be successful
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Beyond the Looking Glass What Faculty and students need to be successful Online
Rene M. PalloffKeith Pratt
Presenter: Evelyn Lin
2010.11.24
1. Introduction
宣示
企劃的背景
Outline
E v e l y n L i n
2. Working with faculty to develop a new pedagogy
3. Training to support the transition
5. Learning to learn Online
4. Developing new techniques
6. Changing Roles and Relationships
no.01
7. Life on other side of the looking glass
Introductionno.02
About the author http://www.xroadservices.com/home/bestpractices.html
Administrator
Student
Faculty
•Increase flagging enrollment•Extend the reach of the institution•Maximize profits and attract new students
More convenient way to go to schoolEasy way to get credit
Given the responsibility to develop and teach online coursesHowever, might not see online education in such a positive light.
Introductionno.03
E v e l y n L i n
Introductionno.06
E v e l y n L i n
Faculty are rarely provided with training in the pedagogical skills which they need to be successful Online teachers.
Faculty are rarely provided with training in the pedagogical skills which they need to be successful Online teachers.
Working with faculty to develop a new pedagogyno.07
E v e l y n L i n
•White and Weight (2000) noted that teaching techniques that work in face-to-face classroom may not work online and that faculty are asking for additional support for effective teaching, it is clear that pedagogical training is lacking.
•Milam, Voorhees, and Bedard-Vorhees (2004) noted that “the online paradigm holds that learning itself may be different in the online environment.”
•White and Weight (2000) noted that teaching techniques that work in face-to-face classroom may not work online and that faculty are asking for additional support for effective teaching, it is clear that pedagogical training is lacking.
•Milam, Voorhees, and Bedard-Vorhees (2004) noted that “the online paradigm holds that learning itself may be different in the online environment.”
Working with faculty to develop a new pedagogyno.08
E v e l y n L i n
•Research into retention in online courses shows upward of 50% dropout rates (Carr, 2000). Many faculty view
online learning as a poor and inferior stepchild of higher education.
Working with faculty to develop a new pedagogyno.10
E v e l y n L i n
Students often bypassed online lecture material and
went directly to the discussion board, where they
were able to interact with the instructor and their peers
about the subject matter. (Feengerg,1999; Palloff &n
Pratt, 2001,2005,2007).
Students often bypassed online lecture material and
went directly to the discussion board, where they
were able to interact with the instructor and their peers
about the subject matter. (Feengerg,1999; Palloff &n
Pratt, 2001,2005,2007).
Attention needs to be paid to promoting interactivity and the development of a sense of community within the student group to achieve successful learning outcomes.
Working with faculty to develop a new pedagogyno.11
E v e l y n L i n
Eom (2006) noted that when students receive individual attention from instructor in an online
course in the form of e-mail messages and feedback on work and assignments, their
satisfaction with the course increase as does achievement of learning outcomes, again,
emphasizing that instructor presence is critical to the online learning process
Interaction between1. Students and students
2. Students and instructors are the keys to success in the online classroom.
Working with faculty to develop a new pedagogyno.12
E v e l y n L i n
Can be taught, but are often overlooked when faculty are trained to teach online.-- Questions that need to be addressed as faculty learn about online teaching --
1. What does it really mean to be a “guide on the side” or a “learning facilitator” rather than an instructor?
2. How does an instructor successfully make the transition required to teach online course so that students become empowered learners and take charge of the learning process?
3. Is it possible to develop every instructor into a good online instructor?
4. How can institutions discern the difference between those who will do well online and those who will not, be they faculty or students?
Working with faculty to develop a new pedagogyno.13
E v e l y n L i n
Not all faculty are suited for the online environment , and academic institutions are making some serious mistakes when they make their decisions about who should teach.
Choices about who should teach online are often based on faulty criteria
A content expert
A content expert
An entertainer in
the face-to-face
classroom
An entertainer in
the face-to-face
classroom
The experts know their subject matter well, but they might not have been taught the facilitative skills required for online teaching.
The experts know their subject matter well, but they might not have been taught the facilitative skills required for online teaching.
Brookfield (1995) noted that often the most popular faculty, who get the best course evaluations, are the ones who are able to entertain.
Brookfield (1995) noted that often the most popular faculty, who get the best course evaluations, are the ones who are able to entertain.
Working with faculty to develop a new pedagogyno.14
E v e l y n L i n
Research by one of the authors reveals that it is the introverted student who does well online (Pratt, 1996), which is believed that this finding generally applies to introverted instructors as well.
Research by one of the authors reveals that it is the introverted student who does well online (Pratt, 1996), which is believed that this finding generally applies to introverted instructors as well.
Introverted V.S Extroverted students
- Asynchronous
Introverted V.S Extroverted students
- Asynchronous
Facial and body language
Time
Self-consciousness
Working with faculty to develop a new pedagogyno.15
E v e l y n L i n
In the online environment, facial and body language cues are removed from communication. The introvert appears more extroverted online and becomes verbal and interactive.
In the online environment, facial and body language cues are removed from communication. The introvert appears more extroverted online and becomes verbal and interactive.
The ability to take time, reflect, and present himself or herself through text serves the introvert wellThe ability to take time, reflect, and present himself or herself through text serves the introvert well
Self-consciousness diminishes when the instructor is out from under the physical scrutiny of students. Self-consciousness diminishes when the instructor is out from under the physical scrutiny of students.
Facial and body
language
Time
Self-consciousness
Introverted V.S Extroverted students - AsynchronousIntroverted V.S Extroverted students - Asynchronous
The asynchronous online environment ,with the absence of immediate feedback, can be frustrating to the extrovert.The asynchronous online environment ,with the absence of immediate feedback, can be frustrating to the extrovert.
The extrovert, who establishes presence quickly through verbal and social connection, may have more difficulty in the text-based online environment.The extrovert, who establishes presence quickly through verbal and social connection, may have more difficulty in the text-based online environment.
Introvert
Extrovert
Introvert
Extrovert It is more difficult—but not impossible – for extroverts to interact this way, perhaps they because they have less need to.It is more difficult—but not impossible – for extroverts to interact this way, perhaps they because they have less need to.
Introvert
Extrovert
Working with faculty to develop a new pedagogyno.16
E v e l y n L i n
Participation and interaction online equates with successful course outcome.
•Both instructors and students need to be able to present themselves as real people in the online classroom.
•Social presence is positively link to student satisfaction with online learning as well as successful achievement of learning outcome (Garrison, Anderson, & Archer, 2003; Gunawardena & Zittle, 1997; Picciano, 2002; Rovai & Barnum, 2003)
•Picciano (2002) asserted that “ Students who feel they are part of a group or “present” in a community will wish to participate actively in group and community activities.”
Working with faculty to develop a new pedagogyno.17
E v e l y n L i n
•They are able to empower their learners and build a learning community. Learner-focused instructors.
•Huba and Freed (2000) noted that in a learner-centered paradigm, students construct knowledge by gathering and synthesizing information together by sing
Problem solving.
Inquiry
Communication.
Criticalthinking
Working with faculty to develop a new pedagogyno.18
E v e l y n L i n
•The instructor’s role is to facilitate the process and instructors and students together assess learning.
•The instructor who is willing to do the followings is a good candidate for teaching online.
The open and flexible instructor needs support to make the transition to the online classroom successful.
•Allows for personal interaction •Brings in real-life examples•Builds reflective practice into teaching
Training to support the transitionno.19
E v e l y n L i n
•Pankowski (2004) noted that only 56% of faculty who teach online have taken an online course themselves.
It is very difficult to teach in a medium in which one has never experienced learning.
Faculty are asked to facilitate a course they did not develop and do so with a large of students.
Training to support the transitionno.20
E v e l y n L i n
With online training supportWith online training support
• In an online training course, the best practices involved in online teaching can be demonstrated, not technology itself.
•The course should be long enough so that faculty can be encouraged to develop the skeleton of a course.
•Pankoski’s study felt that without the support of a more experienced colleague to guide them, they would most likely discontinue their involvement with online teaching beyond their first course.
Training to support the transitionno.21
E v e l y n L i n
The university of Central Florida has established a comprehensive faculty development program that addresses four key areas of readiness. (p.376)
Developing new techniquesno.22
E v e l y n L i n
Content can be presented without the use of lectures. (p.379)
Learning to learn Online (p.381)no.23
E v e l y n L i n
Students generally enter an online program with the expectation that a course will be more attuned (comprehensive) to their needs as learners.
Distance The course is more convenient for them due to distance or work and family demands.
Classroom size
They do not like large classroom situations and prefer the potential for increased instructor-student interaction.
Learning to learn Online (p.381)no.24
E v e l y n L i n
We must pay attention to the online teachers and online learners.
Because teaching and learning are both virtual.
Learning to learn Online (p.381)no.25
E v e l y n L i n
Online Student Training Online Student Training
Regardless of the means by which the training is conducted, the following should be included in a student orientation to online learning.
The basic of logging onto the Internet, including
Learning to learn Online (p.381)no.26
E v e l y n L i n
Online Student Training Online Student Training
Understanding what is required to become a successful online learner
Learning to learn Online (p.381)no.27
E v e l y n L i n
Online Student Training Online Student Training
The differences between a face-to-face course and an online course
Learning to learn Online (p.381)no.28
E v e l y n L i n
Online Student Training Online Student Training
Interaction Feedback
How to give feed back to other students
Learning to learn Online (p.381)no.29
E v e l y n L i n
Online Student Training Online Student Training
Appropriate interaction and communicationThe rules of netiquette
Netiquette is a term referring
to good behavior while
connected to the Internet.
Netiquette is mainly referring
to behavior while using
Internet facilities such as
individual Web sites, emails,
newsgroups, message boards,
chat rooms or Web
communities.
Ttyl – talk to you later.
cu - See You
imo - In My Opinion bbl - Be Back Later btw - By The Way g2g/gtg - Got To Go n00b - New User imho - In My Honest Opinion
Learning to learn Online (p.381)no.30
E v e l y n L i n
Orientation courseOrientation course
•Hold a face-to-face, hands-on orientation, if possible, to show students the course site and discuss online learning.
•Provide an orientation to the course on the course site or as a first discussion item. •Provide students with a list of frequently asked questions and responses to those questions.
•Place basic information about how to navigate the course site on the welcome screen or course home page.
•Send an e-mail message to each student enrolled in the course containing orientation information. (Palloff & Pratt, 2001,p. 43)
Changing Roles and Relationshipsno.31
E v e l y n L i n
Today’s student is likely to be adult returning to school to obtain the knowledge and skills needed to compete and advance in the workplace.
•Noel-Levitz noted that only 19% of online learners are younger than age 24.
•When asked to rank reasons for enrollment an online program, convenience came out on top.
The adult student is more likely to be a lifelong learner embarking on the beginning of what may be a learning process that results in the pursuit of multiple degrees, courses, or certifications. (Bates, 2000)
Changing Roles and Relationshipsno.32
E v e l y n L i n
In the online classroom, the most effective means of achieving learning outcomes is the use of active learning and collaborative techniques that encourage students to become empowered learners.
A feeling community and connection among learners and instructor contribute positively to leaner satisfaction. ( Gunawardena & Zittle, 1997; Picciano, 2002; Rovai & Barnum, 2004).
Incorporating collaboration into online
courses enhances the achievement of
learning outcomes and reduces the
potential for learner isolation online
(Palloff & Pratt, 2005)
The likelihood of successfully achieving course learning outcome and competencies increases significantly through collaborative engagement.
Changing Roles and Relationshipsno.33
E v e l y n L i n
•The way in which can be used online is limitless
Life on other side of the looking glassno.34
E v e l y n L i n
-- When courses are designed and delivered with interactivity in mind, a shift occurs.
Life on other side of the looking glassno.35
E v e l y n L i n
The resultant excitement about learning helps to stimulate new creative approaches to online teaching and demonstrates that there is , in fact, the possibility that life beyond the looking glass is not a dream ,but a reality with great potential.
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